Standard IIC: Student Learning Programs and Services

Library and other learning support services for students
are sufficient to support the institution's instructional programs and intellectual,
aesthetic, and cultural activities in whatever format and wherever they are
offered. Such services include library services and collections, tutoring,
learning centers, computer laboratories, and learning technology development
and training. The institution provides access and training to students so that
library and other learning support services may be used effectively and
efficiently. The institution systematically assesses these services using
student learning outcomes, faculty input, and other appropriate measures in
order to improve the effectiveness of the services.

STANDARD IIC: Student Learning Programs and Services

Library and other learning support services for students are sufficient to support the institution's instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered. Such services include library services and collections, tutoring, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that library and other learning support services may be used effectively and efficiently. The institution systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services.

1. The
institution supports the quality of its instructional programs by providing
library and other learning support services that are sufficient in quantity,
currency, depth, and variety to facilitate educational offerings, regardless of
location or means of delivery.

Relying
on appropriate expertise of faculty, including librarians and other
learning support services professionals, the institution selects and
maintains educational equipment and materials to support student learning
and enhance the achievement of the mission of the institution.

DESCRIPTION:

Gavilan College has a main library on the Gilroy
campus, limited library services provided at the Morgan Hill and Hollister
off-sites, and online access to library services and databases available to all
students. The main library building includes a Writing Center, Tutoring
Services, computer lab, small group study rooms, and a Teaching and Learning
Center for faculty and staff. The main campus also has a Student Success Center
with small group study rooms, a small computer lab, and student services,
business computer labs, math lab, and English as a Second Language (ESL)
computer lab. The Morgan Hill and Hollister off-sites both include student
computer labs.

The library provides print and
electronic resources sufficient in depth, quantity, variety and currency to
facilitate educational offerings and support student learning. The collection
has been enhanced by acquisition of 27,000+ online e-books, along with the
60,000+ titles in our print collection. The library website provides "anytime,
anywhere" access to over 2,500 title newspaper and periodical collections,
through various full-text subscription databases (2C.1). The library houses a reserve
collection for classes of selected textbooks and course materials for student
use.

Mindful of students with
disabilities, the library website and library instructional modules are in
compliance with Section 508 of the United States Rehabilitation Act. Students
in wheelchairs are accommodated with appropriate furniture within student study
spaces. Ten percent of the computers in the library are equipped with screen
reading programs (JAWS and ZoomText) designed for the visually impaired.

Printed
books, e-books, close-captioned DVDs, and videos can be checked out or accessed
through the library's website. There are 18 instructional workstations and
seven express workstations for students to access the library catalog,
databases, and web resources. The library also provides 11 digital tape
recorders, 32 wireless laptops for short-term student use and 10 laptops for
faculty semester checkout.

Library
services are reaching a large number of students. For example, library
computer tracking data reveals a steady increase in both the number of students
and the numbers of sessions for the past academic years (2C.33). These increases can also been
seen in the number of students who have access the library laptop loan
program.

In order
to ensure library materials are relevant and current, the collection is
reviewed, enhanced and culled on a weekly basis by a dedicated part-time
librarian in conjunction with full-time library staff. Systemic collection
analyses include the use of circulation, reference and student assignment
records to identify strengths and weaknesses. The collection is evaluated in
terms of quantity, quality, depth and variety through:

Formal
assessment techniques developed at George Mason University and other
institutions.

Professional
library tools such as Choice Magazine, published resources lists,
and discipline-based bibliographies.

The
diverse professional backgrounds of the library faculty are an asset in the
continued assessment of the collections. Participation in the library
consortium and professional conferences such as the Internet Librarian further enhances knowledge of useful resources. Together, these efforts help
the College maintain a high standard of quantity, quality, and depth.

The
library faculty participates in meetings of the department chairs, curriculum,
and technology committees to get input on the adequacy of the instructional
resources provided. Participation in the Curriculum Committee, in particular,
provides information about current and proposed classes that lead to decisions
regarding changes in the collection. In addition to this faculty/academic
connection, the librarians communicate with other faculty about student needs
and changes in academic direction in their classes. These discussions
facilitate the development of effective library orientations and reference
services that enhance student achievement of identified learning outcomes at
the course, program and institutional levels.

Evidence
of the library program's impact on student achievement is supported by student
and faculty survey results and usage statistics that can be found on the
library's website (2C.2). In addition, information
competency modules have been integrated into various key courses, specifically
"Introduction to Online Gavilan", "Library Research – Research Basics",
"Library Research – Develop a Topic", and "Library Research – Avoiding
Plagiarism." Student information competency skills are assessed using formal
assessment tools.

Another
measure of the library program's impact on student achievement is students' use
of high-quality information resources. The trend across all the database
collections is either steady or increased use from year to year. For example,
the library's database usage shows substantial increases: there was a 40
percent increase in total EbscoHost database searches from 2010-2011 to
2011-2012.

In
addition to standard services offered through the library, information
competency modules have been integrated into various key courses, specifically
"Introduction to Online Gavilan", "Library Research – Research Basics",
"Library Research – Develop a Topic", and "Library Research – Avoiding
Plagiarism." Assessed information competency modules have been integrated into
Allied Health 3 and Allied Health 11. The full-time instructors in psychology include
information competency modules in Psychology 1A and 1B, and use of the modules
in Child Development 2 and 3 is widespread. Information competency modules have
also been used in Political Science 1 and English 440, 250, and 1A.

A
cornerstone of the library's instructional program is its course and
assignment-specific orientations. During the 2011-2012 academic year, the
instructional support orientations reached 83 classes with 1,971 students.

An
additional support service offered at Gavilan College is the Student Success
Center (SSC) that opened in fall 2011. The SSC is a space that encourages
community by giving students an area to socialize, study and relax. There is
access to technology, use of a "smart room"and small, quiet study rooms,
and a schedule of workshop offerings, supplemental instruction tutoring
sessions, book loans, and some instructor office hours. The SSC houses ten
computers, four iPads, printers, and scanners and both standard and specialized
software. Assistive hardware and software are also provided. Successful
collaboration with EOPS, TRIO, Counseling, and Basic Skills programs has
provided personal and study skills workshops and general and "early alert"
counseling. Nineteen workshops that were offered in Spring 2012 addressed
student needs and ranged from Math Anxiety, Money Management to Writing Your
Personal Statement for Scholarships (2C.3). The Student Success Committee
meets bimonthly to assess SSC activities and plan for its growth; in addition,
student logs and surveys conducted by the SSC provide critical information
about needs for materials and services (2C.8). Evaluation of student
satisfaction and needs is assessed annually as part of reporting procedure for
the Title V grant.

Tutoring Center services are designed to increase student success
in college courses and in the development of their learning skills. Students
work with trained tutors who engage them in the examination of concepts and
processes, discussion of ideas and theories, hands-on practice, and
summarization of findings. In this collaborative learning environment, students
develop their confidence and independence as learners, and learn to take
responsibility for their learning. The Tutoring Center Website (2C.4) lists roles and responsibilities
for both the tutor and tutee with detailed descriptions of a typical tutoring
session and a Frequently Asked Questions section. There are also detailed
instructions on how to log in and make an appointment and a complete listing of
the semester courses for which tutoring is available. Physically, the Tutoring
Center is located in a large, open room shared by the Disability Resource
Center (DRC) containing tables, chairs, and white boards and Smartboards for
online tutoring.

The
Tutoring Center is located on the main campus and is open 5 hours daily, Monday
through Thursday, with some evening and drop-in tutoring hours. Both the number
of tutors and of full-time staff support have recently been reduced due to
budget constraints, making it difficult to provide adequate tutoring hours to
support instructional programs. The Tutoring Center Coordinator has additional
responsibilities, including overseeing the Computer Place. Tutors are available
at the Morgan Hill and Hollister off-sites on a limited basis with 3 weekly
hours (3:00 PM to 6:00 PM) available at both locations, during which they
provide one-on-one or small group tutoring in the various instructional areas.
An online tutoring component is under development to increase the availability
of services in Hollister and Morgan Hill and in the evenings (2C.10).

A
survey was administered to students during spring 2010 to learn more about the
impact and level of student satisfaction with Tutoring Center services. A total
of 114 students responded. Student feedback was favorable in all areas, with
ratings from 61.4 – 70.8 percent in helpfulness, overall rating of the center,
satisfaction and meeting students educational needs. Students also provide feedback
on what additional services are needed. This feedback is used by program
administrators for program planning (2C.5).

The
Writing Center is a multipurpose space, staffed by the English Department for
drop-in writing tutoring and computer use, classes in practical writing, basic
writing, instructional labs, noncredit writers' workshops, and writing club
meetings. The physical configuration of the space includes a Timekeeper
computer, reception desk, tables, chairs and whiteboards, and a pod for
computers. In an adjacent room is the Coordinator's office that is shared with
Writing Assistants (tutors) and other English instructors. Tutors support
English labs in the Computer Place and off-campus, and supplemental instruction
tutors assist in basic skills classrooms. Equipment consists of chairs,
tables, white boards, dictionaries, writer's manuals, and 17 computers. The
Writing Center is located next door to the Disability Resource Center to
accommodate students with disabilities.

Writing
Center programs have grown, particularly with the addition of supplemental
instruction in the classroom. The number of student tutors has increased from
12-15 to 25-30 over the last five years, even through budget reductions have
reduced evening hours of operation. New models to improve student success are
being developed through Title V and Basic Skills funding. The updating of the
Writing Center for fall 2012 addressed enhanced student needs for technology
and multi-purpose workspaces. The Writing Center is part of the regular SLO
cycle and regularly gathers qualitative data via student surveys and TimeKeeper
data. One-on-one feedback from faculty is also solicited, particularly through
a pilot Supplemental Instruction program, which is being developed with faculty
input and support.

Computer
labs facilitate a goal articulated in Gavilan College's Visionary Educational
Values and Goals: To
lead in the application of appropriate educational technology. Computer labs also assist
college programs with enhancing student achievement of identified learning
outcomes (2C.6).

With
funds from the 2004 Measure E Facilities Bond, Gavilan College upgraded a
number of the computer labs on campus (2C.11). General computer labs, both on
the Gavilan College main campus and at the off-site campuses, are not
program-specific and are open to all Gavilan College students. The Library
Computer Place is located in the library and is the primary lab for all
students on the main campus. The 50 workstations have general software programs
and discipline-specific support software. A computer classroom in the library,
LI 171, can also function as an open lab if needed.All computers in the
lab are to be used for instructional and academic purposes.

Computer
Labs at the off-site locations in Hollister and Morgan Hill function mainly as
computer classrooms with some drop-in times available. The Hollister
off-campus site also has two drop-in labs available at the site, with 5
computers in one, and 7 in the Library Research lab. The Morgan Hill off-site
location has two available labs used for classroom purposes with each equipped
with 24 stations. MIS maintains the computers, which are upgraded as per the
Technology Master Plan (2C.12).

The
Disability Resource Center (DRC) High Tech Center (HTC), classified as a smart classroom,
provides students with verified disabilities access to computers and computer
training through state-of-the-art assistive computer technology (2C.15). The up-to-date educational
software and equipment is designed to assist students with a variety of
disabilities. The HTC is used for class instruction and individualized computer
training, focusing on programs designed specifically for students with
disabilities. The HTC also provides an open lab course (CSIS 571), where
students can use specialized software to complete their mainstream coursework
or to improve their basic computer or academic skills.

The HTC
lab contains 15 student stations, one teacher station (that can be used as a
student station if necessary), and two staff stations. One additional computer
is dedicated for the Go Print program, which allows students to print out
instructional materials and assignments. An 11x17 printer is also available for
students who need an alternate format such as large print. Each student
computer station has a computer desk that is both wheelchair accessible and has
an adjustable keyboard tray for personal preference. The state-of-the-art HTC
software programs and furniture are adequate to serve student needs at the main
campus.

The
Math Lab has 17
student computers with a variety of software pertaining to mathematics,
including Minitab, Scientific Notebook and Geometer's sketchpad. Other
Internet and on-line tutorials are also available for student use.

The
Business Skills Center Lab,
located in the Business Building, consists of two linked labs. Thirty-four
computers are located in the drop-in section, and 24 computers are located in
the section designated for lecture. Updated two years ago through funding from
Measure E, the lecture lab is also a "smart classroom." Thirty-four computers
are located in an adjoining room, and are available for drop-in use. Three additional
computers are designated for staff and teaching faculty.

The
English As Second Language (ESL) Lab,
located in the Business Building, is also a smart classroom. The lab contains
32 computer stations equipped with specific software for learning English as a
second language. The lab also contains two staff computers, one computer for Go
Print and one computer to log onto Timekeeper. One individual computer station
is available for students with disabilities. ESL classes are taught in the lab.
Students also work individually in open lab to complete class assignments.
Software is specific to ESL classes. Material covered, and therefore software
used, varies, depending on the level of the students' English proficiency and
the level of class instruction.

The
Adult Education Computer Lab is located on the campus of South Valley Junior High School, which is part of
the Gilroy Unified School District. The site has a 36-station computer lab that
is jointly shared between the GUSD Adult Education Program and the Gavilan
College Noncredit Program. The computer lab is used as a supplemental tool that
supports direct instruction. A significant number of noncredit classes are held
at the lab. Computers at the site have Microsoft Office, Internet, Rosetta
Stone, Skills Tutor, iLearn and specific software for English Language Learners
and Adult Basic Education students.

The
Health Occupations Building also has a computer lab specifically for the nursing students that houses 32
new computers provided by Title V with specific health related software. The
lab is a smart classroom, and functions both as a classroom for RN and LVN
students as well as a drop-in lab where students can do class-related
assignments. All testing for RN and LVN classes is done on-line.

The Digital Media Lab has state-of-the art Macintosh
equipment for creating and editing print, web, video, and sound projects. There
are 26 professional workstations, a large format photographic printer,
keyboards, large
format displays, and current professional software such as Pro Tools, Final Cut Pro X, Logic, and Adobe Creative Master Suite,
a large format photographic printer; music (MIDI) keyboards; a High
Definition projector with a Dolby 5.1 sound system; three high definition
video cameras, a Sony DSLR camera, tripods, lighting equipment, and a
collection of microphones for student use.

There
are also smaller labs on campus that provide the use of computers and equipment
for students enrolled in specific student services and instructional programs:

The DRC
Learning Skills Lab

EOPS/CalWORKS

TRIO

MESA

TV Studio and
editing suite

The
Disability Resource Center (DRC) Learning Skills Lab conductsthe classGuidance
558, a credit/no-credit course designed to assist students who are eligible to
receive learning disability services and who are having difficulty learning in
regular classroom settings. The lab is staffed by two full-time instructional
specialists. DRC's two Learning Disabilities Specialists also provide
instructional support in the lab. The lab provides supplemental instruction,
academic support, and learning strategy suggestions that are appropriate to
individual perceptual and academic needs. Students work with instructors,
instructional assistants, and/or tutors for one-to-one instruction, study in
small groups, and work independently under the instructors' and instructional
assistants' supervision. Seven student computers are located in the DRC lab.
The text-to-speech Kurzweil program is available on all computers in the lab. A
Kurzweil scanner is provided on one of the computers. ZoomText and Read and
Write Gold are also available on all seven computers. One computer has Dragon
Naturally Speaking. The lab also contains one computer for Timekeeper, one
computer for Go Print, and two staff computers.

The
EOPS/CalWORKS Lab is available for the programs' students who do not have access to computers at
home. The lab is also an option for students who enjoy using computers to
complete their school work in a smaller setting, or who need to use computers
during instructional breaks. The lab consists of three computers and a Go Print
system. The computers contain the following software: Adobe Reader, ZoomText,
Magic 11.0 Read and Write 9, Kurzweil 3000, Eureka, Mozilla Firefox, Gavilan
Spanish programs, Windows Media Player, Internet Explorer and JAWS 10.

The
TRIO Lounge,
located inside the TRIO office on the main campus, contains three computers
that are used as a resource for TRIO students, to print out papers, check
e-mail or surf the web for academic purposes. TRIO provides access to three
laptops to use throughout the day so that students will have access to
technology that they may not have at home.

The
MESA program received a grant from the California Community College Chancellor's Office (2C.16) to purchase laptops for
students who work on the Service Learning project. Students are obligated to
tutor/work with students from various programs who need help with coursework.
The MESA students are required to work 12 hours per week with other students.

The
Gavilan College television studio and editing suite is fully equipped and designed
to support television instruction, taping and editing of original programs, and
public access television production. The studio facility consists of a green
room, a control room, video cameras, green screen capability, audio and editing
equipment. It is used as instructional space for media arts, television, film,
and theatre arts students in addition to hosting special events. The Gavilan
Television Studio/Editing Suite provides for pre-production, production, and
post-production. The television studio has expanded to include state-of-the-art
High Definition field equipment and industry standard software for hands-on,
project-based learning experiences.

In
Spring 2012, student focus groups were conducted to gain feedback on students' experiences with
technology at Gavilan College (2C.7). Some of the findings illustrated the need for
improvement. For example, one group of students suggested that the computer
labs needed to be open more often. Several students reported that the computer
and ESL lab staff may need additional training so they can assist students when
they had a problem. Several students commented that instructors had problems or
issues with the classroom technology Another suggestion was that supplemental
math software be available online, not just in the Math lab.

For
the Morgan Hill and Hollister sites, students complained that the Hollister computer
lab is extremely slow and that both the computers and programs needed to be
updated. Several Morgan Hill students reported that the lab space and time it
was open was inadequate. Focus group participants provided important insight
into how students use technology, and how technology can be improved to help
students be more successful (2C.7, 2C.13). The District Technology Committee
will use survey results to inform its 2012-2013 annual review and update of the
Technology Master Plan.

Although
there have been additional computer labs added in the last several years and
additional hours of computer use for evening, weekend, and off-site locations,
there are still unmet needs, making it difficult for evening and weekend
students to receive the same level of instructional support.

EVALUATION:

Gavilan
College does not meet Standard II (C) (1) (a) due to unequal access at the
Morgan Hill and Hollister sites and in the evenings. Budget and staffing plans
are needed for each of the student learning support services in order to ensure
equal access in all locations. A student focus group indicated a perception
that some faculty could use more technology training.

PLAN:

Develop
college-wide budget and staffing plans for each of the student learning support
services with a particular emphasis on the increase of services to offsite and
evening students.

b. The
institution provides ongoing instruction for users of library and other
learning support services so that students are able to develop skills in
information competency.

DESCRIPTION:

The
college has developed and offered a series of courses that develop students'
skills in information competency. Library instruction is taught in courses
such as LIB3/CSIS3 Research Skills (delivered online), LIB 140/ AH140, Online
Heath Research (delivered online) and LIB6/CSIS6/DM6 Web Page Authoring I (also
delivered online). The Library also provides instruction/reference assistance
through face-to-face, chat, email, and phone modalities. Working with faculty,
the library provides class orientations and online tutorials. The library also
works in partnership with discipline faculty using non-credit courses LIB736
Library Research: Develop a Topic, LIB737 Library Research: Avoid Plagiarism,
LIB740 Information Competency for Nursing Assistants, LIB741 Information
Competency for the Life Cycle and LIB742 Information Competency for Nutrition
to scaffold information competency skills for classes with research components.
These courses are used to integrate information competency skills at various
levels across the curriculum.

The
library provides face-to-face reference service for four hours each week at
both Hollister and Morgan Hill sites. Online "chat reference" is also available
during library hours when staff is present at the reference desk, and e-mail
reference services are provided asynchronously. The library also provides face-to-face
library orientations at the off-sites upon request. This, combined with the
online instruction in information competency, meets many of the needs of
students taking classes off the main campus.

The
library assesses its effectiveness on teaching these competencies through
surveys, usage statistics and oral discussion. The latest survey (2C.9) documented that 92 percent of
the students agreed or strongly agreed that they were getting the information
they needed to be successful in finding, evaluation and citing reference
material. Ninety-three percent of the students felt they had a better
understanding on how to find information after they attended a library seminar.
Ninety-four percent of the students surveyed felt that the library seminars
were important or very important to student classroom success. Over 90 percent
of the surveyed students felt the overall reference service provided was good
or excellent.

Information
received from seminars, faculty discussions, surveys and face-to-face
discussions is used as input into the library's work to stay current with
technology trends and providing exemplary service to students. For example,
staff observations along with student comments provided evidence of the
obstacle that the old student workstations presented to student learning. The
library used collaborative Title V grant funds to purchase 24 new computers to
provide an improved collaborative learning environment. In Spring 2012, student
focus groups were conducted in
an effort to learn more about students' views on technology at Gavilan College
(2C.7.) Several respondents who had taken a library support
class on writing a research paper found it particularly useful and suggested
that it should be make available to as many students as possible.

With the
retirement of the head librarian in the spring of 2011 the library struggled to
provide full library services for the 2011-2012 academic year. Five part-time
librarians and the remaining full time librarian provided reference services and
class orientations and taught the library courses. This impacted the
availability of reference assistance during regular library hours. A new head
librarian was hired for the fall 2012 semester.

Library
staff is developing more training modules and experimental methods to
compensate for the lack of print resources and reference assistance at the
Hollister and Morgan Hill sites. The library's large online collection, which
is available around-the-clock from the library homepage, is an important means
of addressing the problem of unequal access.

A
library representative is also an active member of the Distance Education
committee and is working with that group to:

Development
of library research guides for core academic courses. These guides are created
collaboratively with instructors and provide both skill-building tutorials and
content-specific resources. Model guides for History 3 and English 250 were
built in September of 2012, and English 1A instructors and library staff met in
early November to begin building a guide for that course. The guides provide
data on the number of hits to individual pages and even to individual
resources, so their use will provide some measure of the use of information
competency-related content and the use of high-quality research resources.
Sample guides can be viewed at http://gavilan.libguides.com (2C.17).

Support
programs, such as those found at the Student Success Center (SSC), Tutoring and
Writing Centers offer assistance to students in developing their information
competency skills. For example, Tutoring Center tutors and staff members are
trained in various learning pedagogies so as to be able to offer assistance to
a diverse group of students with a wide range of needs. The Writing Center
collaborates with faculty across the curriculum to increase students' academic
success, providing linkage to assignments when possible and to library resources
on research and writing strategies.

Students
are assisted in the SSC with access to technology as well as being offered
relevant tutoring sessions, office hours, and workshops. Although the Tutoring
Center does not focus on information competency per se the Tutoring Center
staff is engaged in on-going discussions regarding strategies to promote this
skill. The Writing Center provides computer and internet access, guidance from
tutors in utilizing online writing resources, and web-based lab instruction.

Computer
labs and software resources meet students' information competency needs and
contribute to student success and overall achievement of student learning
outcomes. This is evidenced by the number of computer labs, both general and
specialized for specific areas of instruction or special student populations.

EVALUATION:

Gavilan
College meets Standard II (C) (1) (b).

PLAN:

None.

c. The
institution provides students and personnel responsible for student learning programs
and services adequate access to the library and other learning support
services, regardless of their location or means of delivery.

DESCRIPTION:

The
library'sreference
and instruction services are available during regular library hours (currently
55 hours per week - Monday through Thursday 8-8; Friday: 8-3) at the main
campus and for four hours face-to-face at the Morgan Hill and Hollister sites.
The library also provides reference services by chat, phone and email.

The
library homepage (2C.1) provides one-stop shopping for
all library services. Using the online databases, students can locate, view,
print, email, and download an enormous assortment of magazines, newspaper
articles, and specialized research support materials. Also available for
student research uses are several thousand online e-books allowing for full
text searching of their contents and providing citations in Modern Language
Association (MLA) and American Psychological Association (APA) formats.
Reference librarians routinely add materials to the topical subject index of useful
websites and online services, and maintain a collection of handouts explaining
technical details in using these online resources. A reference librarian is on
duty during library hours providing reference assistance to students
individually and in class orientations. The reference librarians provide on-request
training sessions at the Morgan Hill and Hollister sites.

The
part-time librarians, by background and expertise, form a team of qualified
professionals providing library instruction, reference, and other library
services. A new Head Librarian was hired in fall 2012 following the retirement
of the previous Head Librarian. The library supports "anytime anywhere" student
learning including the development of more online classes, e-books and
electronic database. With the help of grants, reference hours at the Morgan
Hill and Hollister off-sites have been increased. The library assesses student
needs at these sites with the expectation of increasing services as the budget
provides. To further address "anytime anywhere" learning, the library has
implemented electronic "chat" from the main campus reference desk. The staff is
continuing to develop more training modules and experimental methods to
compensate for the lack of print resources and reference assistance at Morgan
Hill and Hollister sites.

The
Student Success Center (SSC),
located on the main campus, is open Monday through Fridays from 8 a.m. to 5 p.m.
The SSC provides a space which encourages community, by giving students an area
to socialize and relax, by affording them access to technology, use of a "smart
room" and small, quiet study rooms, and availability of workshop offerings,
supplemental instruction tutoring sessions, book loan, and limited instructor
office hours. The SSC houses ten computers, four iPads, printers, and scanners
and both standard and specialized software; assistive hardware and software are
also present. Successful collaboration with student support services such as EOPS,
TRIO, counseling, and Basic Skills, provides personal and study skills
workshops and general and "early alert" counseling. The Gavilan College
Career and Transfer center is also located onsite.

The
Writing Center,located on the main campus, is open on Mondays through Thursdays from
8 a.m. to 5 p.m., and Fridays from 8 a.m. to 1 p.m. The Morgan Hill and
Hollister sites are provided with three hours of student tutoring weekly. The
Writing Center provides a space for students to get one-on-one and small group
assistance with writing across the curriculum. Peer tutors and staff,
including Spanish speakers, are on hand during operating hours for drop-in
tutoring and assistance with the labs associated with English 250 and 440.
Self-paced modules are available for students seeking more individualized
approaches to improve their writing, and who prefer a self-initiated model.
Individual and small group sessions include grammar and mechanics, research
skills, conventions of academics essays, creative writing, the writing process,
crafting a thesis, organizing papers, revising and proofreading papers,
journalism, and practice for the department final exams. For students who are
unable to come to the writing center, online and telephone tutoring is
available for specific assignment or general writing questions. Additionally
the center maintains a website which provides other online resources such as
PowerPoint presentations, tips, and an interactive weblog used for discussions
about writing and the writing process.

The
Tutoring Center,
located on the main campus, is open from 10 a.m. – 3 p.m. Monday through
Thursday. Budget constraints have reduced the number of tutoring hours and the formerly
full-time staff support position has been reduced to 20 hours per week. The
Tutoring Center provides a centralized location for students to get free
one-on-one and small-group assistance with classes across the curriculum. Peer
tutors and staff are on hand for appointments and drop-in tutoring sessions.
The students, staff, and tutors meet with one another in small groups or
individually. The Morgan Hill and Hollister sites have limited tutoring
services with three weekly contact hours from 3 p.m. – 6 p.m., one day per week.
Current plans include development of an online component that will make
services much more accessible at the Morgan Hill and Hollister sites.

The Computer
Place, located
on the main campus, is open from 8 a.m. to 4:45 p.m. Monday through Thursday,
and 8 a.m. to 2:45 p.m. on Fridays. Student focus groups were conducted in 2011
to gain insight on student's use of technology (2C.7). Half
of the students who completed the survey indicated that they would attend
evening hours at the computer lab if they were offered.

The
Business Skills Lab is open Monday through Friday at 9 a.m. The usual hours from 9 a.m. to 3 p.m.
are extended on Monday and Tuesday for one additional hour. This lab is also
open on Tuesday evenings from 6 p.m. to 9 p.m. On the rare occasion that the
lab is filled to capacity, students are allowed to work in the room designated
for lecture, provided a class is not in session.

The Disability Resource Center
(DRC) High-Tech Center's (HTC) current hours are Monday through Thursday, from 9 a.m. to 4 p.m. and Fridays
from 9 a.m. to 3 p.m. The DRC Learning Skills Lab hours are Monday through
Friday, 9:00 a.m. to 4:00 p.m.

The English
as a Second Language (ESL) Computer Lab hours are Monday, 8:30 a.m. to 2:50 p.m., Tuesday
and Thursday, 8:10 a.m. to 1:50 p.m., Wednesday 8:10 a.m. to 2:50 p.m. and
Friday 8:10 a.m. to 1:50 p.m. Class hours conducted in the lab are posted
outside the lab. The
ESL lab is typically large enough to accommodate all students in the lab. On
the rare occasion that the lab is filled and students are waiting, numbers are
given out so that waiting students receive a computer in order.

EOPS/CalWORKS hours of operation are Monday,
Thursday and Friday from 8 a.m. to 5 p.m., and Tuesdays and Wednesdays from 8
a.m. until 7 p.m. Access
to the program's computers is available during all hours of operation. The
program is also open during all school breaks when the rest of the labs are
closed, allowing for additional computer access for students of the program.

The
TRIO Lounge area
is available to TRIO students Monday through Friday from 8:30 a.m. to 4:30 p.m.
The TRIO office is open during the busiest times on campus, which provides TRIO
students the opportunity throughout the day to use the laptops provided for
them.

Math
Lab hours are
Mondays from 8:30 a.m. to 5 p.m., Tuesdays from 8:30 a.m. to 4 p.m., Wednesdays
from 8:30 a.m. to 3:45 p.m., Thursdays, from 8:30 a.m. to 4 p.m., Fridays from 9
a.m. to 2 p.m., and Saturdays from 10 a.m. to 2 p.m. Saturday lab is very
popular and beneficial to student success in math classes. Hours vary by
semester.

The
Morgan Hill site's computer lab operating hours for student drop-in access are 8 a.m. to 9 p.m. The two full
computer labs are open only when an instructor is present. Generally, this
site offers evening classes in both labs from Monday through Saturday. Open
lab hours are provided on Sunday evenings from 4 p.m. to 7 p.m. An additional
open lab with five computers opened in the summer of 2012. Open lab is also
available on Sunday from 4 p.m. until 7 p.m.

The
Hollister site's computer drop-in lab hours are Monday through Thursday from 8 a.m. to 6 p.m. and Fridays from 8 a.m.
to 5 p.m. These hours serve all students, including those who are attending
night classes.

The Computer
Technology Center,
located on the campus of South Valley Junior High in Gilroy, is used for
noncredit instruction in basic skills and English as a Second Language. It is
also used by Adult Education students of the Gilroy Unified School District. It
is open from 8:30 a.m. to 12:00 p.m., Monday through Friday, and in the evening
from 5 p.m. to 9 p.m., Monday through Thursday. This time frame allows
students who are enrolled in both Adult Education and Gavilan College noncredit
classes to access the lab.

The
Health Occupations Lab is open Monday, Tuesday, Thursday and Friday from 7:30 a.m. to 12:30 p.m., and
on Wednesdays from 7:30 a.m. to 4:30 p.m. Although
the lab is only open during the day, most nursing students do their clinical
work during the evening, so evening lab hours are not required. Students in the
program appreciate the quiet atmosphere and the fact that they don't have to
wait for a computer, which often happens when they go to the Computer Place.
Computers were upgraded during summer 2012.

Math,
Engineering, Science Achievement (MESA) is open from 8 a.m. to 5 p.m.

The lab
is also closed on Wednesdays for lunch. Forty-three
students were involved in MESA's CAconnects program for the spring 2012
semester. Each student received a laptop computer. As laptops are portable,
MESA students are not limited by hours of operation or computer accessibility.

The
Teaching and Learning Center (TLC),
located in the library on the main campus, provides a flexible, innovative, and
cost effective way to introduce administrative and instructional technology to
all Gavilan employees, both part-time and fulltime. It is also available for
part-time instructors who do not have an office, as well as other Gavilan
employees wishing to use the technology available in the TLC. The TLC provides
a collaborative space for staff and instructors. The TLC offers drop in
training from 8:30 a.m. to 4 p.m. with a trainer available during most of this
time. It is also open to faculty and staff during the hours that the library is
open, (Monday through Thursday from 8 a.m. to 8 p.m. and Fridays from 8 a.m. to
3 pm. Support for the TLC is provided by the Distance Education Coordinator and
a part-time faculty trainer). The TLC is often unstaffed due to meetings, lack
of staff hours, and other staff obligations. There is not an evening support
person. During the hours the TLC is unstaffed, the main entrance to the TLC may
be accessed by key, which is available to any staff/faculty member. No TLC
support is provided at the Morgan Hill and Hollister sites or at the main
campus on weekends. However, staff and faculty at the off-site locations can
call the TLC during the hours of operation or email for support. More
trainings/workshops/seminars, as well as drop in support, could be offered if
there was more staffing available

Most of
the computer labs and instructional support services offer convenient hours for
many day students; however, some of the labs are closed in the late afternoon
or evening, making it difficult for evening students to receive the same level
of instructional support. Weekend students are not served well on the main
campus or at the Hollister site. In addition, some of the specialized labs for
Math, TRIO and MESA offer no services at the Morgan Hill and Hollister sites.

EVALUATION:

Gavilan
College does not meet Standard II (C) (1) (c). Traditional students, and
faculty on the main campus during the weekday have greater access to student
learning support services than evening, weekend, and off-site students and
faculty Although students taking courses at the Hollister and Morgan Hill sites
and online are welcome to use the services at the main Gilroy campus,
geographic barriers may prevent them from accessing these services.

PLAN:

Develop a
long-term budget and staffing plan for Student Services that includes the needs
of evening, weekend, and off-campus students.

Develop
Educational Centers in Morgan Hill and Hollister to increase access to
instructional and student services.

d. The
institution provides effective maintenance and security for its library
and other learning support services.

DESCRIPTION:

On
September 1, 2010, Gavilan College submitted a Final Project Proposal (FPP) to
the Chancellor's Office for a new Library/Media remodel. The FPP has yet to
receive funding from the Chancellor's Office. It is expected that this will not
occur until the budget climate in California dramatically improves. When
funded, this project will directly address security, efficiency, maintenance
and service needs. Until that time, the College will continue to use all
available funds, including grant funds where appropriate, to address immediate
issues in these areas.

General
maintenance and custodial support is provided to the main campus by the Gavilan
College Facilities department. Recently, carpet was replaced in the Writing
Center, which is located in the library building. Due to the age of the library,
and the fact that the building is not air conditioned, there are issues with
the air circulation system.

The Management Information System
(MIS) department provides technical support and maintenance to the all the
computer labs including those at the Morgan Hill and Hollister sites. MIS
assists with networking functions, loading software, and other technical
assistance on an as-needed basis. Day-to-day routine maintenance of the
computers, particularly those in the specialized labs, is done by staff or
contracted technicians. For example, a contracted technical support person knowledgeable
about assistive computer technologies maintains the Disability Resource Center's
High-Tech Lab.

The
library's security system is not comprehensive. Library materials and equipment
are secured with magnetic strips that trigger an alarm; however, the library
security gate is not monitored when the library is closed. Other activities are
scheduled in the building during hours when the library is closed and
unstaffed. Thefts of expensive equipment and removal of books and library
materials have occurred when the security system for such materials was
unmonitored. There are several entrances that feed into the library and it is
difficult to maintain security.

The Teaching and Learning Center
(TLC) is located in the library building. All doors have locks, including the
equipment room and the coordinator's office. During the hours of operation, one
staff member is responsible for opening the main center doors and turning on
all lights.

The
Student Success Center is located in a secured portable building with locks on
all doors and is adequately maintained by the Gavilan College Facilities
department.

The following labs are equipped
with motion detector alarms: Business Skills Center, Digital Media Center,
Disability Resource Center (DRC) High Tech Center, Math and the English-as a
Second Language Lab. Designated staff supervises the different labs during
regular hours of operation and are required to secure the labs by arming and
disarming them. Private security companies are contracted to provide building security
at the Morgan Hill and Hollister sites. Computer lab instructors and site
directors provide supervision during classes and secure the classrooms when not
in use.

Even though most of the computer
labs are alarmed, there is no uniform practice for ensuring that the labs are
secure when not in use and that all computer labs are uniformly secured.
Because of this situation there have been losses of expensive equipment and
break-ins in some of the labs.

The television
studio and editing suites are secure and effectively maintained. The buildings
are secured with alarm systems and codes are given to faculty and staff in the
designated areas. Each office door has dedicated keys assigned to faculty and
staff. Use of the TV studio and editing areas are accessible to students under
faculty or staff supervision. Maintenance and upkeep of the TV studio and
editing suites are performed by the Media Center Specialist and editing staff
on a regular basis.

Gavilan
College recently concluded a ten-year shared use relationship between GavTV and
the Community Media Access Partnership (CMAP), the local public access cable
television organization. During this time some faculty felt the shared use of
the building, equipment, television studio, and maintenance of the equipment
was not clearly defined. Those concerns were discussed and resolved by the GavTV
Committee and the CMAP Board of Directors through their regularly scheduled
meetings with faculty and staff to review the maintenance of equipment and
joint use of the facility. Through these efforts, the studio has undergone a
mini renovation with upgrades in more efficient florescent lighting, the
flooring and acquired HD cameras, streaming software, and an expanded audio
mixer.

EVALUATION:

Gavilan
College does not meet Standard II (C) (1) (d).

PLAN:

Evaluate funding
for ongoing maintenance and upgrades of audiovisual and electronic equipment through
the Budget Request Process.

Explore and assess the need to provide adequate uniform security
for all computer labs and smart classrooms.

e. When
the institution relies on or collaborates with other institutions or other
sources for library and other learning support services for its instructional
programs, it documents that formal agreements exist and that such resources and
services are adequate for the institution's intended purposes, are easily
accessible, and utilized. The performance of these services is evaluated on a
regular basis. The institution takes responsibility for and assures the
reliability of all services provided either directly or through contractual
arrangement.

DESCRIPTION:

The
Gavilan College Library and other learning support services have greatly
benefited through collaboration with neighboring two and four year colleges and
universities. Through these formal and informal relationships, the library has
enhanced learning support by obtaining special rates for electronic products
and services, printed materials, library automation, participation in training,
technical assistance, and sharing library collections.

Resource
dollars available for library materials are greatly enhanced by participating
in various consortia, including the Council of Chief Librarians, Community
College League, Pacific Library Partnership (PLP)/Monterey Bay Area Cooperative
Library System (MOBAC), and Califa for special rates for a variety of
electronic products and services, from online catalogs to offerings of various
journal and newspaper consolidators. MOBAC expedites delivery of materials
between libraries, networking opportunities for library staff, and free high
quality staff development workshops. Cooperation with CSU Monterey Bay (CSUMB),
Hartnell and Monterey Peninsula Colleges, with the Voyager integrated library
system server residing at CSU Monterey Bay, has assisted with providing more
library automation to students and staff. Association with some of California's
best libraries such as UC Santa Cruz has allowed the library to participate in
cooperative training activities, informal consultation on technical issues, and
shared collections.

Formal
membership and agreements are in place for all the above consortia (except for
the server that resides at CSUMB), as well as for commercial vendors, such as
Baker and Taylor for books; the use of Baker & Taylor's e-system allows the
library to have access to a cost effective method of maintaining a paperless
book ordering system and safeguards against duplicate ordering. The Library
currently uses Amazon to facilitate print periodical subscriptions. Electronic
databases and the College's integrated library system are evaluated daily
through use, availability, support and relevance. Databases are added and
removed based on curricular offerings.

In order
to more effectively facilitate the teaching and learning environment, Gavilan
College has developed a formal Memorandum of Understanding (MOU) with
Edustream. EduStream is a California Community College initiative to provide
multimedia streaming host services to community colleges. The Gavilan College
Teaching and Learning Center provides
support and offers training as needed for EduStream. Training is accessed
through an online request form (2C.18). Since initiating an agreement
with EduStream, the TLC has trained five people and created 22 accounts (2C.19). The EduStream Program benefits
the college by providing videos-on-demand for instructional use, audio
recordings and PowerPoint slides of lectures allowing faculty to access
recorded lecture materials or their own lectures and learning materials.

A formal
memorandum of understanding (MOU) also exists between the Gilroy Unified School
District Adult Education Program and Gavilan College. This joint partnership effort
was part of a Hispanic Serving Institution Assisting Communities Grant received
in 2002 (2C.20), and completed in 2006, after
which time the MOU was adopted. The MOU has worked well for the last five
years. The two programs have leveraged existing resources and aligned their
respective curricula to better prepare students for transition to higher
education or workforce development.

An agreement between Gavilan College
and Community Media Access Partnership (CMAP) was in place from 2002 to March
2012. The agreement was not renewed due to competing needs for space from both
organizations. A new addendum has been signed to allow CMAP until March 2013 to
relocate. While the agreement was in place, regular meetings were in place
with the CMAP programming manager in attendance at GavTV Committee meetings.
The GavTV Committee was established to provide oversight of programming content
aired on Gavilan Channel Cable 18.

EVALUATION:

Gavilan
College meets Standard II (C) (1) (e).

PLAN:

None.

2. The
institution evaluates library and other learning support services to assure
their adequacy in meeting identified student needs. Evaluation of these
services provides evidence that they contribute to the achievement of student
learning outcomes. The institution uses the results of these evaluations as the
basis for improvement.

DESCRIPTION:

The Gavilan
College library and other learning support services practice the defined
Gavilan College process of evaluation, review and planning, with integrated
budgeting. Programs have defined Student Learning Outcomes. The Office of
Institutional Research assists programs with surveys and focus groups to
collect quantitative and qualitative data for assessment. Each program conducts
a self-study every three to five years through the Institutional Effectiveness
Committee. Using data and reflection, the review process culminates in a set of
recommendations that are communicated to program staff, the Gavilan College
President's Council, and the Gavilan College Board of Trustees. These
recommendations then form the basis for annual Program Plans, which are linked
to budget requests when there is an additional cost.

In
addition to participating in program review, integrated planning and SLO
assessment, the library staff regularly evaluates the library collection and
services to ensure it adequately meets student and curriculum needs. Three
parallel methods are employed to assess the effectiveness of the collection.

Constant
review of the collection by the library staff, who consider additions and
deletions to the collection using standard professional assessment tools. These
assessment tools provide a full spectrum of reviews of materials that are
identified as essential or highly recommended for Gavilan's students.

Professional
assessment tools provide bibliographic essays reviewing the most useful
materials to support micro-topics, and are reviewed by the acquisitions
librarian, in order to acquire relevant materials.

Interaction
with teaching faculty occurs in professional meetings. A positive impact of
having five part-time librarians, some of whom also serve at other libraries in
the area, is that they also provide highly useful feedback about the
collection.

The library
evaluates its quality of services, access to the patrons and its available
resources through surveys, statistics and formal/informal communications with
faculty, students and other patrons. Surveys (faculty, staff students, and
community) indicated that over 95 percent of the students/patrons using the
library (online, off-site, main campus) report that the library met their
information needs. Ninety-seven percent of those surveyed rated the library
experience average or above (2C.2). These assessment efforts are
guided by the library's program-level Student Learning Outcomes (SLOs) (2C.21). The data for the outcomes are
collected and reported on the SLO website. Also, each library support course
SLO is assessed and reported on a regular course assessment (2C.22).

Staff
uses the results of these evaluations as the basis for improvement. For
example, library staff recognized the need for offsite library services and
created a two-pronged approach using Title V grant funds and then
institutionalizing the costs:

Provision of face-to-face reference services four hours per week at Morgan Hill
and Hollister sites

Establishment of a library research lab at the Hollister site to more than
double the available open computing workstations available to students.

The student
support centers all conduct research to assess their adequacy in meeting
identified student needs and evaluating whether they contribute to the
successful student learning outcomes (2C.23).

The
Teaching and Learning Center (TLC) distributes surveys to evaluate the
effectiveness of the training, workshops, seminars and webinars hosted and
delivered through the TLC. Personnel training needs have been assessed by
campus-wide surveys and by individual requests. The TLC solicits ideas from
staff about what training modules could be offered (both online and in person)
and what software might be beneficial to staff and faculty.

In
spring 2012, the Student Success Center (SSC) conducted a student survey that focused
on both qualitative and quantitative data (2C.8). Other than this survey there
has been no major evaluation conducted on the Student Success Center's first year
although student participation in success workshops is monitored along with
general center use. Student activity is measured via Timekeeper, and biweekly
meetings allow staff to debrief and plan Center activities.

The Tutoring
Center is evaluated annually as
a part of the learning outcomes assessment process (2C.24). The Writing Center uses
student surveys and TimeKeeper for tracking qualitative and quantitative data about
effectiveness of services and frequency of use. The Writing Center also
solicits one-on-one feedback from faculty, particularly through those involved
in the Writing Center's new Supplemental Instruction program. Recently, increased
collaboration between all college-wide tutoring programs and Basic Skills
specialized tutoring housed in the various college divisions has been
encouraged with on-going discussions underway on how to coordinate these
activities and student learning support services to reduce duplication and
provide for more effective student support.

The Disability
Resource Center (DRC) High Tech Center (HTC) student retrospective surveys are
developed and disseminated to students to assess the student learning outcomes
for all the HTC courses. For example, the CSIS 571 lab course was assessed
during the spring 2010 semester, and the results are posted online (2C.25). Student learning outcomes for
the CSIS 570 Computer Access Evaluation course were assessed by retrospective
survey during spring 2011, and student learning outcomes for the CSIS 572
Adaptive Computer Basics course were assessed during the spring 2009 semester. The
HTC instructor and staff members meet monthly with the Associate Dean to
discuss goals and improvements for the HTC program.

The DRC
Learning Skills Lab uses Student Learning Outcome (SLO) assessment and conducts
student surveys at the end of each semester to determine whether it is
enhancing student achievement regarding identified student learning outcomes. Staff
sets goals for improvement and implementation of new software.

At the Hollister
instructional site, the effectiveness of computer labs is assessed in individual
classes through student evaluations and the SLO process. Drop-in labs are
evaluated through the use of sign-in and sign-out log sheets located in each of
the drop-in labs, primarily to measure student usage. The Morgan Hill site
conducts student satisfaction surveys to assess student usage of their computer
lab (2C.26).

The
Computer Place evaluates its computer lab and tutorial services using their
Learning Outcome Services form. The evaluation is conducted annually (2C.2). The spring 2011 survey
revealed that the lab helped 80.5 percent of students succeed in coursework.

The Math
Lab services are measured through institutional research studies and SLOs from
individual classes that require Math Lab work. The Math Lab analyses student usage of the lab and
compiles statistical data relating student success rates through the
implementation of student surveys along with suggestions from faculty and staff
(2C.27, 2C.28, 2C.29, 2C.30). Tutors attend training to learn
to address difficult math concepts, learning styles, and communication skills.
In this manner the lab is able to help students master the learning outcomes of
the programs in which they are enrolled.

The
Business Skills Lab assesses student success through the use of student surveys
(2C.31). The English as a Second
Language (ESL) Lab conducts student surveys at the end of each semester to
measure student satisfaction with the lab (2C.32).

The Computer
Technology Center (Adult Education Lab) assesses non-credit students using the
Comprehensive Adult Student Assessment System (CASAS) for initial placement and
to track individual progress. Because the program is in a joint partnership,
Gilroy Unified School District (GUSD) Adult Education administrators meet with Gavilan
College faculty to plan each school year and determine what software to
purchase.

The
EOPS/CalWORKS has not yet evaluated its lab's effectiveness. The computer area
is small and is an added service for EOPS/CalWORKS students. The TRIO Lab is
currently working with the Institutional Researcher to create a survey to get
input from students regarding the TRIO lounge area. TRIO will use the data from
the survey to determine the effectiveness of its computer technology. TRIO will
continue to administer student satisfaction surveys and respond to student
feedback. Computers in the TRIO Lounge are not part of the program's SLOs but
assist with students filling out transfer applications and financial aid
paperwork, required services that must be provided to work toward TRIO program
learning outcomes.

Student
journals have been a source of evaluation for instructors and staff teaching
and working in the television studio and post-production facility. Faculty and
staff meet to review the status of the television studio and discuss necessary
upgrading of equipment, computers and software.